Why is it necessary to change the physical activity representations in women?

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Prof. Marc CLOES

Department of Sport and Rehabilitation Sciences University of Liege, Belgium

2ndIAPESGW Regional Symposium Teheran, Iran – December 13-15, 2015

www.aiesep.org

People has wrong representations about

physical activity

Women are a group at risk of

sedentariness

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Why the representations about PA?

Determining variable for behaviour change

6

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Definition – What is PA?

Impact – What are the PA’s effects?

Recommendations – What to do?

Self-analysis – Do I practice enough?

Action – How can I do to reach the goal?

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… against wrong representations

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Physical activity = sport

_{Effectiveness = high intensity}

It takes time

Weekend only

It is expensive

Cloes (2012)

Physical activity in girls and women?

Overall finding

At risk population for sedentariness

10 0 10 20 30 40 50 60 F 12 F 15 G 12 G 15 Faible fréquence Faible intensité Ledent et al. (1997) ≤1/week ≤1h breathless or sweating /week

Overall finding

At risk population for sedentariness

according to gender and skill level (%)

Girls « + » Girls « - » Boys « + » Boys « - »

Competition 28.8 13.3 47.5 24.6

Leisure 31.5 41.5 25.4 31.1

Both 23.3 9.2 20.3 9.8

No sport 16.4 35.4 6.8 34.4

52 PE secondary school level classes (1997-1998) 26 girls’ classes: 76 students « + » and 70 students « - » 26 boys’ classes: 68 students « + » and 63 students « - »

Piéron et al. (2000)

Overall finding

At risk population for sedentariness

according to gender and skill level (%) 52 PE secondary school level classes (1997-1998) 26 girls’ classes: 76 students « + » and 70 students « - » 26 boys’ classes: 68 students « + » and 63 students « - »

Piéron et al. (2000)

Girls « + » Girls « - » Boys « + » Boys « - »

1 time/week 6.7 30.0 5 17.9

2-3 times/week 48.3 45.0 34.6 48.7

4-6 times/week 31.7 22.5 48.1 25.6

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Currie et al. (2012)

13 % of youth declaring at

least 1h of MVPA/day

11 year-old 13 year-old 15 year-old

WAL 18 30 12 20 9 15 FRA 9 21 6 17 5 14 LUX 18 32 16 32 13 24 GER 20 25 14 21 9 13 Mean 19 28 13 24 10 19 Currie et al. (2012) 14 % of youth declaring at least 1h of MVPA/day

11 year-old 13 year-old 15 year-old

WAL 18 30 12 20 9 15 FRA 9 21 6 17 5 14 LUX 18 32 16 32 13 24 GER 20 25 14 21 9 13 Mean 19 28 13 24 10 19

Decrease of the fitness level (WAL)

Strenght– Musc. power Musc. and run endurance Balance - Flexibility H e y te rs & M a ri q u e (2 0 0 4 ) 15 Adiposity Tafforeau (2008) 16

At risk population for sedentariness

Origin

Negative attitude

Barriers

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Negative attitude low interest for physical

effort

Cultural aspect

Physical activity = sport

Sport, it is ‘viril’ boys (de Coubertin!)

Forbiden to show the body

Appraisal, affectivity, respect from important persons

Father going to watch his son playing football but not his

daughter dancing in a ballet

Teasing/Behaviours (‘Crying like a girl’)

Greater attention for male performances (+++ records)

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Negative attitude low interest for physical

effort

Self-esteem problem, perception of own value

Women are less interested by competition (ego/task)

Priority to aesthetic aspects (society)

Level of competence/performance (hormones

modification at the puberty fat % decreasing

performance and modifying appearance)

Representations and believes from others

Female athletes are not elegant

Body transformation

Homosexuality

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Barriers

Discrimination

Sexism

Lack of specific activities

Lack of models (mothers + athletes)

Lack of opportunities of development

Ineffective parents’ education

Prediction effect

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ACAFS (2004) Rowland (1999)

Self-determination theory

Increase perception of autonomy

Increase perception of competence

Increase perception of interrelatedness

Ego/task theory

Emphasize cooperation instead of competition

Quality Physical Education/Sport

Fight against infectious physical educators

Increase the quality of PETE

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- Foster play/pleasure: give meaningfulness

and increase pleasure

- Foster achievement and learning: 70-80%

(«delicious uncertainty») through individualizing

(levels +1 et -1; individual goals)

- Foster movement: propose activities

situations that lead students to move, to expand

energy

- Foster interactions: increase contact with

others and with the environment

- Foster autonomy: give students opportunities

to make decisions

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Girls and women need to be as much

physically active than males

They should be supported to be active

Their wrong representations need to be

changed

As well as those of the whole society as

physical educators/parents/sports leaders

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Never doubt that a small

group of thoughtful,

committed citizens can

change the world; indeed, it's

the only thing that ever has

Margaret Mead

It’s up to you, now!

http://hdl.handle.net/2268/189141

_{Marc.Cloes@ulg.ac.be}

Association canadienne pour l’avancement des femmes, du sport et de l’activité physique (2004). Inciter les filles et les jeunes femmes à être plus actives ! En mouvement ! Consulté le 10/10/08 sur Internet :

http://www.caaws.ca/e/resources/pdfs/rec2004.pdf

Cloes, M. (2012). La Wallonie en mouvement : vers une culture sportive et de l’activité physique ? In, M. Germain et R. Robaye (Eds.), L'état de la Wallonie. Portrait d'un pays et de ses habitants – 2011. (pp. 70-80). Namur : Les éditions namuroises. Available on Internet :

http://hdl.handle.net/2268/117294

Currie, C., Zanotti, C., Morgan, A., Currie, D., de Looze, M., Roberts, C., Samdal, O., Smith, O. R. F. & Barnekow, V. (2012). Social determinants of health and well-being among young people - Health Behaviour in School-aged Children (HBSC) study: International report from the 2009/2010 survey. Copenhagen: WHO Regional Office for Europe.

Gisle L, Buziarsist J, Van der Heyden J, Demarest S, Miermans PJ, Sartor F, Van Oyen H, Tafforeau J.(2002). Enquête de Santé par Interview, Belgique, 2001. IPH/EPI REPORTS N° 2002 – 22. Bruxelles : Institut Scientifique de Santé Publique, Service d'Épidémiologie.

http://www.iph.fgov.be/epidemio/epifr/crospfr/hisfr/his04fr/his31fr.pdf -2004

http://www.iph.fgov.be/epidemio/epifr/crospfr/hisfr/his01fr/his21fr.pdf -2001

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Heyters, C. & Marique, T. (2004). Présentation de l’analyse du “Baromètre de la Condition physique” en 2004. Clés pour la forme, 7, 2-10.

Ledent, M, Cloes, M., Telama, R., Almond, L., Diniz, J., & Piéron, M. (1997). Participation des jeunes Européens aux activités physiques et sportives. Sport, 61-71.

Piéron, M., Ledent, M., Delfosse, C., & Cloes, M. (2000). Participation d'élèves de l'enseignement secondaire à des activités sportives extrascolaires. Comparaison selon leur niveau d'habileté. Revue de l'Éducation Physique, 40, 2, 61-72.

Prochaska, J.O., Norcross, J.C, & Di Clemente, C.C. (1994). Changing for Good: A Revolutionary Six-Stage Program for Overcoming Bad Habits and Moving your Life Positively Forward. New York, NY: Quill.

Rowland, TW. (1999). Adolescence: A "Risk Factor" for Physical Inactivity. PCPFS Research Digests, Septembre. Consulté le 25/10/08 sur Internet: http://www.fitness.gov/publications/digests/digest_jun1999.html

Tafforeau, J. (2008). Enquête de santé par interview, Belgique 2008. La pratique d’activités physiques. Brussels: Belgium: Institut Scientifique de Santé Publique.